To get students to explore genetic variance among species. The students will measure and graph the variation between the individuals in a species. Designed to introduce students to Mendelian genetics through critical thinking and exploration.
Approximate Time line - 5 minute introduction and organizing; 5-10 minutes separating into species; 10-15 minutes measuring and graphing species-specific data; 5-10 minutes for coin tossing, recording and graphing; 10-15 minutes each for every additional representation of variance; 10-15 minutes comparing data and starting post-lab questions
Student Objectives:
1) Students will collect data that they deem important
2) Students will discover patterns of variance and learn to graph data
3) Students will walk away with a good understanding of how genetics apply to the world
Inquiry Level:
Teacher-Initiated Inquiry
Standards:
11.A.5b Design procedures to test the selected hypotheses. 11.A.4c Collect, organize and analyze data accurately and precisely. 11.B.5b Select criteria for a successful design solution to the identified problem. 11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations). 11.B.4d Determine the criteria upon which the designs will be judged, identify advantages and disadvantages of the designs and select the most promising design. 12.A.4a Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms. 13.A.5b Explain criteria that scientists use to evaluate the validity of scientific claims and theories.
Materials List:
1) Shells - enough for each pair of students to have 10 or more of the same species to study.
2) Coins - enough for each pair of students to have 2 coins
3) Any other item that can represent the variance curve
4) Metric rulers - one for each group
5) Color sheets - so students can possibly use color as a criteria
6) Weight scales - so students can possibly use weight as a criteria
7) Lab handouts
8) Graphing paper - so students can graph the information from there tables
Teacher Preparation Instructions:
Put mixture of shells in area that whole class can look at and actively organize at.
Make sure there are enough different types of species available and the number in the different types for each group to get at least 10 shells of the same species
A few groups of students may be studying the same species
Small shells can be bought on eBay for under $5 for more than 1000 of them
Put enough coins in container for each pair of students to have two coins
May want to give them fake coins so they do not steal them
Make sure to know the type and number of coins given out in order to make sure you get all of them back
Safety Instructions:
1) Students need to be careful with shells to not break them because then they could have jagged edges
2) Wash hands after using coins because they can spread germs
Resources:
1) Black, Suzanne, Randy Moore, and Heidi Hangen. Biology Labs That Work: The Best of How-To-Do-Its, Volume 2. Reston: National
Association of Biology Teachers, 2000.
Activity Topic: Genetic Variance
Teacher Description Sheet
Overview and Purpose:
To get students to explore genetic variance among species. The students will measure and graph the variation between the individuals in a species. Designed to introduce students to Mendelian genetics through critical thinking and exploration.Approximate Time line - 5 minute introduction and organizing; 5-10 minutes separating into species; 10-15 minutes measuring and graphing species-specific data; 5-10 minutes for coin tossing, recording and graphing; 10-15 minutes each for every additional representation of variance; 10-15 minutes comparing data and starting post-lab questions
Student Objectives:
1) Students will collect data that they deem important2) Students will discover patterns of variance and learn to graph data
3) Students will walk away with a good understanding of how genetics apply to the world
Inquiry Level:
Teacher-Initiated InquiryStandards:
11.A.5b Design procedures to test the selected hypotheses.11.A.4c Collect, organize and analyze data accurately and precisely.
11.B.5b Select criteria for a successful design solution to the identified problem.
11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations).
11.B.4d Determine the criteria upon which the designs will be judged, identify advantages and disadvantages of the designs and select the most promising design.
12.A.4a Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms.
13.A.5b Explain criteria that scientists use to evaluate the validity of scientific claims and theories.
Materials List:
1) Shells - enough for each pair of students to have 10 or more of the same species to study.2) Coins - enough for each pair of students to have 2 coins
3) Any other item that can represent the variance curve
4) Metric rulers - one for each group
5) Color sheets - so students can possibly use color as a criteria
6) Weight scales - so students can possibly use weight as a criteria
7) Lab handouts
8) Graphing paper - so students can graph the information from there tables
Teacher Preparation Instructions:
Safety Instructions:
1) Students need to be careful with shells to not break them because then they could have jagged edges2) Wash hands after using coins because they can spread germs
Resources:
1) Black, Suzanne, Randy Moore, and Heidi Hangen. Biology Labs That Work: The Best of How-To-Do-Its, Volume 2. Reston: NationalAssociation of Biology Teachers, 2000.
2) Illinois State Science Standards. Illinois State Board of Education. 6 Oct. 2010. <http://www.isbe.state.il.us/ils/science/standards.htm>.
Teacher answer key:
Key
Student Lab Handout
Handout
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